Browsing by Author "Khanyile, Thembisile"

Now showing 1 - 9 of 9
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    Comparative analysis of recognition of prior learning vs traditional entrance to a nursing program
    (University of the Western Cape, 2007) Khanyile, Thembisile
    INTRODUCTION: Recognition of prior learning (RPL) is one of several methods to measure the equivalence of access entry criteria into an educational program for mature adults. This study presents the reader with the results of a comparative analysis of the performance of students who accessed a basic nursing program through the process of recognition of prior learning (RPL) and those students who accessed the same program through the traditional routes of entry. AIM: The overall aim was to establish a RPL program that could be implemented to allow students an alternative method of access to nursing programs. METHODS: Stuffelbeam's Product evaluation was used to guide this phase of the research project. Two groups of samples were drawn, one from students who accessed the nursing programme through RPL and the others through the traditional route in each of the three Nursing Education Institutions in Kwa-Zulu Natal. The mean scores of the two groups were compared for significant differences using the Mann-Whitney U test. RESULTS: There were no significant differences in the performances between groups of candidates. Once in the basic nursing programs, the RPL candidates performed as well as the other candidates. CONCLUSION: Mature adults who access educational programs via RPL are capable to perform at an equivalent level as those candidates who access educational programs via the traditional route.
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    A cross-sectional survey to assess the competence of students registered for the B.Cur. programme at the University of the Western Cape
    (University of the Western Cape, 2007) Le Roux, Loretta Zelda.; Khanyile, Thembisile; Dept. of Nursing; Faculty of Community and Health Sciences
    The purpose of this study was to describe the extent to which the B.Cur. programme at the University of the Western Cape prepared graduating learners for professional competence. The results of the study indicated progression in competence did not occur as students progressed through higher levels of their training, except the third year of study.
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    A cross-sectional survey to compare the competence of learners registered for the Baccalaureus Curationis programme using different learning approaches at the University of the Western Cape
    (AOSIS OpenJournals, 2012) Le Roux, Loretta; Khanyile, Thembisile
    The purpose of the study was to compare the extent to which the different teaching approaches applied in the Baccalaureus Curationis programme adequately prepare graduating learners for professional competence.
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    A descriptive correlational survey of the infant feeding and the occurrence of diarrhoea and/or respiratory morbidities within the first fourteen weeks in the Amathole District of the Eastern Cape Province, South Africa
    (University of the Western Cape, 2010) Mugendi, Doreen K.; Mbombo, Nomafrench; Khanyile, Thembisile; Dept. of Nursing; Faculty of Community and Health Sciences
    The study proposed to conduct a descriptive study related to the correlation of infant feeding (EFF or EBF) and occurrence of morbidity diarrhoea and/or respiratory infections, in infants by 14 weeks of age. The study adopted a quantitative epistemological approach in seeking to describe the correlation of infant feeding and the occurrence of diarrhoea or respiratory infections by 14 weeks of age. The researcher embarked on a descriptive survey design and employed the questionnaire method during the data collection process. The Amathole District of the Eastern Cape Province was selected due to the accessibility of the targeted population. The unique demographic profile and rural-urban setting allows for a potentially rich data source whilst simultaneously reducing the potential incidence of bias in the data collection. The study sample was drawn from routine immunization and growth monitoring clinics in the Amathole district.
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    A framework for effective collaboration: a case study of collaboration in nursing education in the Western Cape, South Africa
    (Elsevier, 2012) Khanyile, Thembisile; Daniels, Felicity M.
    A fundamental purpose of mergers between higher education institutions (HEIs) in 2002 was to enable sharing of scarce resources between more advanced universities and those historically disadvantaged by the apartheid system of the South African Government. A common teaching platform for undergraduate nursing education in the Western Cape was established in 2005, in line with the transformation of the higher education system, as a collaborative initiative between three universities.
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    Managing cultural diversity in the classroom
    (University of the Western Cape, 2006) Khanyile, Thembisile
    INTRODUCTION: This article focuses on the cultural issues challenging health professional academics in this era of transformation in South Africa. OBJECTIVES: The objective is to discuss various concepts of cultural diversity and the management thereof. METHODS: Review of literature on the management of cultural diversity. CCONCLUSION: The education and training programs for health professionals should lead to affirmation of cultural diversity and promote respect for the person while leading to tolerance of different views and ideas.
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    Service learning: A creative means of teaching nursing
    (Faculty of Community and Health Sciences, University of the Western Cape, 2007) Julie, Hester; Khanyile, Thembisile
    This article is informed by a retrospective study conducted by the first author, and a limited literature review on service-learning in South Africa. It attempts to give the reader a clearer understanding of service-learning by contextualizing service-learning within current debates about community engagement in higher education institutions in South Africa. A few dominant definitions of SL are described to espouse the underlying pedagogy of SL. Service –learning is then differentiated from other forms of clinical practice currently in use in nursing, based on the conceptual framework of Furco (1996). The latter discussion thus provides a backdrop for the brief description on how SL has been incorporated into the nursing curriculum at the University of the Western Cape (UWC). Lastly the challenges related to the implementation of SL are discussed.
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    Student nurses’ experiences of the common teaching platform for undergraduate nursing in the Western Cape Province, South Africa
    (AOSIS, 2013) Daniels, Felicity M.; Khanyile, Thembisile
    The higher education system in South Africa transformed over the last two decades in response to societal changes and the new democratic order since 1994. Nursing education programmes in South Africa’s higher education sector were also affected by these changes. Restructuring in nursing education led to the establishment of a novel undergraduate nursing programme delivery system in the Western Cape, known as a “common teaching platform” (CTP) for undergraduate nursing. The CTP necessitated collaboration between three higher education institutions in the region. This article reports the findings of a qualitative study conducted during 2010 to explore students’ experiences of the CTP. The findings could have significance for strategic decisions regarding the future of undergraduate nursing in the Western Cape. Focus group discussions were conducted with registered undergraduate student nurses (n=81) to explore their CTP experiences and to identify their views on the success of the collaboration. The results of the study revealed students’ positive and negative experiences of the CTP. Students’ negative experiences revolved around unmet expectations of the collaboration, such as increased resources and exposure to the partner institutions. There were different opinions as to whether the collaboration was successful. Recommendations include a review of the management and process of the collaboration between the three institutions; workshops for stakeholders to establish a common understanding of the purpose of the collaboration; and a review of the administrative systems of the universities to ensure access by partners and to improve student access to the resources of all three institutions.
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    Student nurses' experiences of the common teaching platform for undergraduate nursing in the Western Cape Province, SA
    (2013) Daniels, Felicity M.; Khanyile, Thembisile
    The higher education system in South Africa transformed over the last two decades in response to societal changes and the new democratic order since 1994. Nursing education programmes in South Africa’s higher education sector were also affected by these changes. Restructuring in nursing education led to the establishment of a novel undergraduate nursing programme delivery system in the Western Cape, known as a “common teaching platform” (CTP) for undergraduate nursing. The CTP necessitated collaboration between three higher education institutions in the region. This article reports the findings of a qualitative study conducted during 2010 to explore students’ experiences of the CTP. The findings could have significance for strategic decisions regarding the future of undergraduate nursing in the Western Cape. Focus group discussions were conducted with registered undergraduate student nurses (n=81)to explore their CTP experiences and to identify their views on the success of the collaboration. The results of the study revealed students’ positive and negative experiences of the CTP. Students’ negative experiences revolved around unmet expectations of the collaboration, such as increased resources and exposure to the partner institutions. There were different opinions as to whether the collaboration was successful. Recommendations include a review of the management and process of the collaboration between the three institutions; workshops for stakeholders to establish a common understanding of the purpose of the collaboration; and a review of the administrative systems of the universities to ensure access by partners and to improve student access to the resources of all three institutions.